1- Introduction: What is a habit? What is a routine?
In a timed small group activity, students will brainstorm supporting ideas and examples for two topic webs: “habit” and “routine”. Following this, student groups will use their generated ideas to develop a unique definition for each word. Groups will report out and post their findings for class discussion. Introduce the word ritual as “A ceremonial act, or a detailed method or process or accomplishing specific objectives.” (Art:21 glossary, resource #1)
2- Exploration: How do artists express ritual, habits, or routines in their work?
Students will view Nauman’s “Stairway” Interview and Video (resource #2) and work with their groups to complete a critical analysis of the work (describe, analyze, interpret, judge). Reconvene to discuss key conc
ept: how Nauman uses ritual in this participatory work by allowing you to experience the repetition both visually and in the physical movement.
Students will then use the computer lab to explore ritual in eco-minded artworks by Johnson, Gandreau, and the PEM Trash Menagerie interactive exhibit (resources #3, 4, 5).
3) Application: What are my environmental rituals and habits?
Students will document their “green” factor over the course of one week using a digital camera or cell phone camera. They will upload their photos to a photostream or class ning site (resource #6). Photos can document student habits with pollution, conservation, and preservation.
4) Synthesis: What’s my “green” identity?
Students will use their photos to create an “environmental self-portrait” using digital photo editing tools (resource #7) to build a digital collage composition. Students will complete a graphic organizer to develop their concept, making choices about number, color, and arrangement of images, text (if any), human reference(s), and point of view.
5) Evaluation: What prevents or helps me in going green?
Students will complete a written reflection with their artist’s statement about their self-portrait, identifying concept, challenges and inspiration, and their opinions about the artistic process and their resulting work.
Go Green!
Guiding Question
What prevents people from going green?
Guiding Activity
PhotoJournal / Environmental Self-Portrait
Instructions…
1- Introduction: What is a habit? What is a routine?
In a timed small group activity, students will brainstorm supporting ideas and examples for two topic webs: “habit” and “routine”. Following this, student groups will use their generated ideas to develop a unique definition for each word. Groups will report out and post their findings for class discussion. Introduce the word ritual as “A ceremonial act, or a detailed method or process or accomplishing specific objectives.” (Art:21 glossary, resource #1)
2- Exploration: How do artists express ritual, habits, or routines in their work?
Students will view Nauman’s “Stairway” Interview and Video (resource #2) and work with their groups to complete a critical analysis of the work (describe, analyze, interpret, judge). Reconvene to discuss key conc
ept: how Nauman uses ritual in this participatory work by allowing you to experience the repetition both visually and in the physical movement.
Students will then use the computer lab to explore ritual in eco-minded artworks by Johnson, Gandreau, and the PEM Trash Menagerie interactive exhibit (resources #3, 4, 5).
3) Application: What are my environmental rituals and habits?
Students will document their “green” factor over the course of one week using a digital camera or cell phone camera. They will upload their photos to a photostream or class ning site (resource #6). Photos can document student habits with pollution, conservation, and preservation.
4) Synthesis: What’s my “green” identity?
Students will use their photos to create an “environmental self-portrait” using digital photo editing tools (resource #7) to build a digital collage composition. Students will complete a graphic organizer to develop their concept, making choices about number, color, and arrangement of images, text (if any), human reference(s), and point of view.
5) Evaluation: What prevents or helps me in going green?
Students will complete a written reflection with their artist’s statement about their self-portrait, identifying concept, challenges and inspiration, and their opinions about the artistic process and their resulting work.
Resources…
1 – PBS Art:21 Lesson: Ritual & Commemoration. No. 3: New Rituals http://www.pbs.org/art21/education/ritual/lesson3.html
2 – PBS Art:21 / Bruce Nauman – “Stairway” Interview & Video http://www.pbs.org/art21/artists/nauman/clip2.html#
3 – Chris Jordan Photographic Arts http://www.chrisjordan.com/
Be sure to read the artist’s statements for each series!
4 – Tim Gaudreau – “Self-Portrait as Revealed by Trash”
Treehugger article – artist profile
http://www.treehugger.com/files/2009/01/tim-gaudreaus-self-protrait-as-revealed-by-trash.php
Gaudreau Interview http://www.youtube.com/watch?v=Avndc_sgclo&feature=related
Self-Portrait as Revealed by Trash Installation http://www.youtube.com/watch?v=GkiNfHPaZvM
5 – Peabody Essex Museum’s Global Trash Menagerie
Interactive feature http://www.pem.org/sites/trash/
Exhibition details http://www.pem.org/exhibitions/113-trash_menagerie
Check out “Sulphur Blue Smeck” by Ohio artist Michelle Stitzlein!
6 – Photo sharing
7 – Photo editing